You have a mini-lesson (or multiple ones) about what writers do, what to do 
when you think you are finished, how to get supplies, etc.  You make it very 
clear about what they are to be doing, and that you expect them to be doing 
that.  When expectations are not met by more than a few, I stop the entire 
class and have them do a self check.  If you have made charts about what the 
writer is doing, refer to the chart.  If it is only a few, when my conference 
is done, I do a drop by and have an expectations conference with those students 
one on one.  I go to the student when I confer, that puts me in multiple places 
around the room, and others nearby can eavesdrop.  At the beginning of the 
year, I do not confer right away.  I monitor the classroom and "confer" with 
any student not on task.  They also know I will have a 5-10 minute share at the 
end and they will need to be ready to share their writing experience or their 
writing.  On going throughout the year, you may have to revisit these 
mini-lessons.  Also, I usually "walk the room" after each conference to see how 
they are doing.  I do keep records and make notes so even if I do not talk to 
them right then, I will when I confer with them as it is in my notes. 

Jan  
We must view young people not as empty bottles to be filled, but as candles to 
be lit. 
-Robert Shaffer



> From: [email protected]
> To: [email protected]
> Date: Thu, 27 Aug 2009 18:10:51 +0000
> Subject: [MOSAIC] Conferring during Workshop
> 
> My school will start writing workshop this fall.
> 
> How do you make sure students continue working when you conference with 
> individuals about their work?  Other teachers have reported (and I have 
> noticed in my own experiences) that when the teacher works with one student, 
> the other students think they can take that time to socialize.
> 
> In a short time, no one is working, and everyone is just visiting.
> 
> I need some exact words that will work with middle school students.
> Thanks!
> Jan
> 
> 
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